Spring meetings of our MiSP Inclusion and Support Groups

• We talked about our what drew us to mindfulness and what keeps us practising
• We discussed harmonies and conflicts between mindfulness and our cultural context, in particular considering:
  • Language and connotations – issues with the word ‘mindfulness’ and perceptions of mindfulness as alternative. Challenges with particular words in use.
  • Norms – and how these vary from community to community
  • Religion – alignments between mindfulness and wisdom cultures, but suspicions from those who may find it threatening
  • Accessibility – mindfulness can be unifying in a class context which many CYP able to join in
• We identified some further questions:
  • Whether the scientific research has investigated mindfulness in different cultural contexts, or whether it is quite one-dimensional in terms of predominantly a white / male / middle class led research initiative.
  • Whether the emphasis in secular mindfulness is on the individual / self-care / coping, rather than the community and an individual’s role / responsibility / interconnectedness within a community
• The next meeting is on Tuesday 8^th June 2021, 19.00-20.30

• We considered ‘what are the challenges and opportunities when teaching mindfulness to these groups of young people? Any quick tips? How might MiSP support you moving forward?’ from three perspectives:

1. Teachers working 121 or with small groups of CYP
2. Teachers working with CYP with Autism Spectrum Disorder
3. Teachers working with support staff

• Common themes included:
  • Teaching needs to be adapted to suit a cohort and teachers need to be flexible
  • Some students might react/disengage – might need to adapt practices:
    • Breathwork and stillness might not be the best gateway for to access a practice
    • Using sensory experiences – pairing mindfulness with yoga, massage, therapy dogs, playdough, sounds and smells
    • Use of visuals for CYP to hook into
  • Clear recognition for those who engage with the sessions and practice.
  • Avoiding the word mindfulness for some children
  • Integrating practice into the school day – comes with challenges
  • Challenge of engaging sceptical staff
• Things MiSP could do:
  • Lower language level version of the courses – use of simpler words for common terms and short practices
  • Resources to create a more visual presence of mindfulness in the classroom
  • Provide guidance or workshops on: sensory skills, outdoor learning, incorporating stillness and sensory exploration into the everyday curriculum, adverse childhood experiences and safety
• Recommended Resources
  • ‘Draw Breath’ by Tom Granger (also check his website for downloads)
  • Trauma Informed Mindfulness for Teens by Sam Himelstein
  • Trauma Sensitive Mindfulness by David Treleaven
  • Barry Carpenter Recovery Curriculum – working with the DfE and mindfulness
  • Russ Harrison’s videos on negativity bias.
• The next meeting is on 10/06/21 – 7pm – 8.30pm

• We considered ‘What commissioners might need to see/hear/feel when considering the purchase of a MiSP Programme from a MiSP Independent Teacher’ and the group discussed:
  • Hard evidence in the form of research but also anecdotal evidence in the form of case studies and class impact surveys, since expressions of experience from teachers and pupils seemed to really resonate
  • The need to appreciate the discrete culture and needs of an individual school and staff and student cohort
  • How to communicate the quality and integrity of mindfulness and the value of face to face interaction, as opposed to alternative ‘quicker fix’ mindfulness products (apps etc.)
  • How to emphasise the positive value of mindfulness in helping all children to flourish in their connections with themselves, their communities and the wider world around them. Some participants had found that the more positive outcomes (resilience/ noticing the good/ gratitude and thanks) were particularly effective ‘ attention grabbers’ as schools navigate their way through the remainder of the academic year
  • To be clear what mindfulness isn’t!
  • To communicate a genuine enthusiasm and love of mindfulness and a real drive to want to share it, recognising the longer term possibilities of a 3-5 year whole school strategy
• Groups also felt that it was important to:
  • Research the school, and make contact with the relevant authority to commission the work
  • Research opportunities to participate in local regional conferences as a way to make initial contact with potential commissioners and funders
  • Be aware of school budgeting timetables and the financial planning cycle
  • Commit to personal practice to maintain integrity and authenticity
• Hub events:
  • Members should look in the Hub as there is lots of information and access to free events there!
  • Surgeries /drop in sessions Calendar & Course Schedule | Mindfulness in Schools Project
  • Paws b Monday 22nd March 16.00- 17.30
  • .b Tuesday 23^rd March 16.00-17.30
    • MiSP Conference Saturday 19^th June 2021 MiSP Conference 2021 | Mindfulness in Schools Project
• Other Resources:
  • The Mindfulness Initiative Implementing Mindfulness in Schools: An Evidence-Based Guide | The Mindfulness Initiative
  • The Recovery Curriculum Launching – ‘The Recovery Curriculum.’ – Barry Carpenter Education
• MiSP resources:
  • Where to start as an Independent Teacher https://mindfulnessinschools.org/20-tips-6-im-not- based-in-a-school-how-do-i-start-to-teach-paws-b-or-b/
  • Getting on the MiSP Maps https://mindfulnessinschools.org/hub/map-application/
  • Requesting Class Impact Reports https://mindfulnessinschools.org/hub/class-impact- presentation/
  • Summary of Class Impact Reports 2016-2020 https://mindfulnessinschools.org/impact-data/
  • Research https://mindfulnessinschools.org/the-evidence-base/
  • Mapping MiSP curricula to School Inspections e.g. Wales https://mindfulnessinschools.org/our-curricula-and-school-inspections/
  • Funding mindfulness in your school advice https://mindfulnessinschools.org/how-can-i-fund- mindfulness-in-my-school/
  • What mindfulness is (and what it is not) What Is It | Mindfulness in Schools Project
  • MiSP advice regarding teaching online is here:Teaching MiSP Curricula Online | Mindfulness in Schools Project 
  • 20 Tips #8: Teaching Mindfulness Online? Reflections on Safeguarding during School Closures | Mindfulness in Schools Project
• The next meeting is on Tuesday 15^th June 2021, 19.00-20.30

• We had a broad ranging discussion which covered a number of themes:
  • The recent murder of Sarah Everard and the outpouring of stories of women being followed, harassed and assaulted, the impact seen via social media and the response of those working in the education sector.
  • The role of mindfulness in helping identify what’s “really in there”: the importance of awareness.
  • Societal perceptions of masculinity – and what might be changing.
  • What masculinity means when working with boys and young men in schools.
  • Male perceptions of self. Some male students are doing better working online. The absence of the need for “performance” in front of other males.
  • The role of competition and failure: channelling the competitive masculinity drive for the greater good.
  • Mental health and depression among men and male suicide.
  • What we can be doing to teach young men to ask each other “Are you okay?” twice. Something more meaningful is likely to emerge if you ask twice.
  • The challenges and joys of masculinity. How do we support men being able to be themselves, and at the same time support the flourishing of society.
  • Recognising that the group was largely bringing a middle class, white perspective.
  • Gratitude for having this space to discuss these issues.
• Books and resources discussed included:
  • Recommendation for the book “Boys Don’t Try” that had been referenced at the previous meeting (which had also been mistaken for “Boys Don’t Cry” which was also recommended).
  • Grayson Perry’s “The Descent of Man”, which had been read by a number of the group since the previous meeting, and the theme of the oppressive nature of masculinity: thought-provoking and inspiring.
  • Breneé Brown’s “Daring Greatly” was recommended and discussed. Shame and vulnerability – vulnerability as a strength, and mindfulness enables turning towards the vulnerability.
  • Grayson Perry’s All Man series (particularly episode 1) was recommended by the Chair.
  • Fantastic training available from the Zero Suicide Alliance: https://www.relias.co.uk/hubfs/ZSA-GatewayModule-10012020/story.html

The next meeting is on Thursday 17^th June 2021, 19.30-21.00